Are we solving the wrong problem in teacher recruitment?

Teacher training providers have been asked to increase the number of offers made to new recruits, yet many are warning that we may be swapping a crisis of quantity for a crisis of quality, as highlighted in recent Schools Week article. This points to a deeper issue. The focus has largely been on who we’re recruiting but just as critical is the environment and conditions we’re recruiting them into. Each year up to 40,000 teachers leave the profession and a third of new teachers leave within five years. Recruitment isn’t the only crisis we’re facing. We are facing a retention issue too.

Without a doubt, systemic issues like funding pressures and high-stakes accountability need serious reform. But framing this only as a government issue overlooks that schools and trusts already hold considerable autonomy in shaping their internal culture, including how staff are supported, developed, and valued.

Leading in this climate is undoubtedly challenging. Yet many school leaders are already finding ways to lead differently and change the trajectory. They’re finding space for reflection and coaching, encouraging boundaries to promote a work-life balance and prioritising conversations about psychosocial risks, such as how change is managed, and working with staff to address these.  These shifts help create conditions where staff feel heard and valued, helping to meet basic psychological needs such as autonomy, competence, and relatedness. Bringing great educators into schools is just the beginning. Bringing great educators into schools is just the beginning. Retaining great teachers means strengthening the conditions they work in. Schools have the influence to do this and that change can begin from small changes within.